Abstract
Explore the impact of teacher’s perceived differential behavior on
students’ achievement motivation and examine the indirect effects of self-esteem
and self-identity. Two hundred eighty-seven secondary school students were
tested and analyzed using the teacher differential behavior (TDB) scale, selfesteem (SE) scale, self-identity (SI) scale, and achievement motivation scale in
Rahim Yar Khan, Punjab, Pakistan. The results showed that at the individual
level, teacher differential behavior could, to some extent, directly and indirectly,
predict students' achievement motivation through the chain mediation of selfesteem and self-identity. At the class level, teachers' differential behavior has no
significant impact on students' achievement motivation. In the teaching process,
teachers should pay attention to educational fairness, avoid the negative impact
of discriminatory conduct, create a better learning environment for students, and
encourage the development of their physical and mental health.
The Editor and the Sub-Editor share no responsibility regarding the views and opinions expressed by the authors. Articles published in the Biannual Research Journal Grassroots can be quoted or reproduced after acknowledgment.